Undergraduate student experiences

Gabi, Josephine; Gomes, Sônia Maria da Silva

doi:10.2307/j.ctv2nv8pp2.10

Anti-Racism in Higher Education 2022

DOI: 10.2307/j.ctv2nv8pp2.10

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Undergraduate student experiences

Josephine Gabi¹,

Sônia Maria da Silva Gomes²

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2024

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Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students?

Gabi,

Braddock,

Brown

et al. 2024

British Educational Res J

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The imperative to address the complex problem of degree awarding gaps within UK higher education institutions is multifaceted and messy. Various studies have continually highlighted this persistent undergraduate awarding gap (racial equity gap or/ethnicity gap) between White and racially minoritised students. This disparity in educational outcomes, where racially minoritised students compared to their White counterparts are less likely to graduate with good honours degrees, has gained considerable attention from policymakers and scholars. This underscores the need for comprehensive strategies that transcend conventional approaches and boundaries to achieve systemic change. Efforts to close the awarding gap have predominantly focused on decolonising the curriculum, which is vital. Still, it is also crucial to recognise personal tutoring (PT) as a pivotal and often underestimated role in addressing the awarding gap. The PT role, with its potential to provide a joined‐up experience for students, promoting student engagement and enabling them to navigate the ever‐changing academic landscape, can be a catalyst for racial equity and an antidote to the degree awarding gap. By reviewing the literature, empirical studies, policy frameworks and practical implementations, this paper sheds light on the diverse ways PT can serve as a potent tool for promoting equity and inclusion and enhancing equitable outcomes for all. Through a synthesis of existing literature and critical analysis, this scoping review highlights ways PT in higher education is conceptualised nationally and internationally and how it can drive transformational change in higher education when aligned with principles of equity.

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Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students?

Gabi,

Braddock,

Brown

et al. 2024

British Educational Res J

Self Cite

View full text Add to dashboard Cite

show abstract

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Undergraduate student experiences

Cited by 1 publication

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Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students?

Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students?

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